Doctor of Education

• Analyse, mobilize, and construct knowledge from multiple perspectives to engage in scholarly dialogue and apply to complex problems of practice in such areas as education, leadership, ethics, and research.
• Engage in practical research and solutions to navigate complex problems of educational leadership practice that promote positive organizational change for diversity, equity, inclusivity and innovation.
• Reflect on and defend sustained thinking and evaluation around theoretical frameworks, identified problems of educational practice and research activities.
• Demonstrate knowledge and comprehension of educational research practices and methodologies and how these may be thoughtfully used in students’ own contexts in particular, and education in general.
• Build and deepen communication and collaborative skills through engagement in learning communities that will develop over time through the program components.
• Develop critical awareness of knowledges, values, policies and practices that influence and inform leadership through examining personal, professional and organizational ethics and moral purpose.
• Transfer program learning to professional learning in place in professional context and in your local communities.

Within this doctoral program, students are expected to demonstrate initiative for self-directed learning to advance various aspects of their scholarship and inquiry processes, while also engaging in coursework and assignments framed and guided by instructors. Some examples of self-directed learning include setting goals, determining learning plans, recognizing knowledge gaps, identifying resources, managing time, consulting with supervisors and mentors, reading widely and regularly, taking part in class, keeping track of new learning, engaging in reflection and self-evaluation, making connections between coursework and personal inquiry, overcoming challenges, supporting colleagues, sharing knowledge, and finding motivation. Success in the program requires comfort with independent learning, applied scholarship, and sustained engagement with problems of practice.

Learn more about the process of advancing to candidacy, dissertation milestones and about the dissertation itself by reviewing the Doctor of Education Student Resources page.

This three-year program features evening, asynchronous online seminars focused on leadership, research methodology, and practice-based dissertation preparation.

Year 1

The in-person orientation and summer intensive will be the third and fourth weeks of July

• EDLL 602 (3): Setting Conditions for Transformative Leadership, July – August
• EDUC 600 (3): Research Seminar I: Project Fundamentals, September – December
• EDLL 606 (3): Culturally Responsive Leadership in a Diverse Society, January – April

Students must complete a 3-credit elective. This may be chosen from courses offered within OSE graduate programs or from programs offered by universities within the Western Dean’s Agreement.

Electives are normally completed in the first year.

Year 2

• EDUC 601 (3): Research Seminar II: Research and Project Design, September – December
• EDLL 608 (3): Ethics, Governance and Reform in Contemporary Contexts, January – April

Comprehensive Exams are normally completed in the winter of the second year.

Year 3

Students are encouraged to advance to Candidacy by September of the third year.

• EDUC 698 (6): Dissertation Seminar, Sept – April
• EDLL 699 (0): Practice-Based Dissertation, April – July/program completion  

The core courses are interdisciplinary and provide grounding for all students in the contemporary and historical educational discourses, perspectives, and traditions as they embark on their studies.

Students must complete a 3-credit elective. This may be chosen from courses offered within OSE graduate programs or from programs offered by universities within the Western Dean’s Agreement. Electives are normally completed in the first year.

EDLL_O 602: Setting Conditions for Transformative Leadership

This course applies the theoretical elements of transformative leadership with a focus on establishing conceptual and practical frameworks for engaging in educational leadership for transformation at the levels of self, school, system, and society.

EDLL_O 606: Culturally Responsive Leadership in a Diverse Society

This course provides the theoretical underpinnings for education leaders to think more deeply and consider issues involved in implementing social justice education and to respond to societal pressures around issues of equity, diversity, and inclusion.

EDUC_O 600: Research Seminar I: Project Fundamentals

An introductory course examining inquiry frameworks as a mode of investigation. It examines various issues, methods and techniques used in educational research. Consideration is given to research strategies and techniques and the selection of research questions appropriate to a range of issues facing scholar-practitioners.

EDLL_O 608: Ethics, Governance and Reform in Contemporary Contexts

Co-investigation of the ethical values, educational aims, and conditions of political legitimacy of educational institutions in the early 21^st century. Normative and descriptive accounts of these institutions are examined in relation to contemporary social problems (and possible solutions) with an orientation to their implications for public policy and leadership-in-practice.

EDUC_O 601: Research Seminar II: Project Design

Designed to help students prepare the components of their research proposal. Research tools and techniques commonly used for researching leadership and organizational improvement practices, including research ethics will guide the course design.

EDUC_O 698: Dissertation Seminar

Building on coursework completed during the Ed.D. program, this course supports students in the development of their Practice-Based Dissertation and provides scaffolding for the conceptualization, development, and completion of projects that will meet or exceed the requirements for the Ed.D. graduate program. Restricted to students in the Doctor of Education (Ed.D.).

EDLL_O 699: Practice-Based Dissertation

Students must maintain continuous registration in the Practice-Based Dissertation (EDLL 699) until degree completion.

Learn more about the process of advancing to candidacy, dissertation milestones and about the dissertation itself by reviewing the Doctor of Education Student Resources page.

The Practice-Based Dissertation to be developed throughout Year 3 of the program provides opportunity for students to intensively study a problem or set of circumstances embedded in their own practice, analysed within relevant research literature and may include carrying out research in practice. This project is a rigorous, intensive application of a field-based analysis and/or implementation of a structural change, and the research conducted will contribute or lead to: (1) professional innovation and creative excellence, (2) exemplary professional practice, and/or (3) the significant development of professional practice.

Learn more about the process of advancing to candidacy, dissertation milestones and about the dissertation itself by reviewing the Doctor of Education Student Resources page.

Field Mentors

Together with your supervisor, you will determine an appropriate field mentor. Your field mentor is someone who has expertise related to the field of your problem of practice. Field mentors offer guidance, advice, wisdom through their time and reflections as they support your research in the field. The role is collegial and offers critical friendship as they share time and their expertise (approximately one to two hours per month). It also provides your mentor an opportunity to grow their own understanding in the topics that you and your mentor share. The relationship is collegial and intended to be a reciprocal learning experience. You may have an individual or individuals in mind prior to starting the program; however, the field mentor will be determined in consultation with your supervisor at the end of your first year.

Supports for Field Mentor

The field mentor works closely with other members of the Collaborative Supervisory Committee (including the supervisor and course instructor(s)), and will also be supported by the EdD Faculty Lead and Program Manager.

Conflict of Interest

The relationship between the field mentor and the student is an academic one. Where other relationships exist or develop that might give the appearance of conflict of interest, they must be immediately reported to the EdD Faculty Lead and Program Manager who will consult with the Director of Graduate Programs or Associate Dean of the College of Graduate Studies, if the situation is unable to be resolved within OSE.